Matching Items (24)
Filtering by
- All Subjects: psychology
- Creators: School of International Letters and Cultures
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
This paper examines the effect of a weekly student self-assessment assignment on student performance in an undergraduate math course. Self-assessment is an increasingly popular type of formative assessment with close ties to self-regulated learning theory. In this randomized controlled trial, 88 students enrolled in MAT 142 were divided into four treatment groups, receiving the self-assessment assignment for either half the semester, the full semester, or not at all. There was no main effect of the treatment on students’ course performance (F(3,80) = 0.154, p = 0.999). However, students’ level of compliance with the assignments (F(1, 63) = 6.87, p = 0.011) and class attendance (F(1, 83) = 12.34, p < 0.001) both significantly predicted exam scores, suggesting that conscientiousness predicts performance. I conducted focus groups to understand how students felt toward the self-assessments. Participants expressed distaste toward the assignments and provided suggestions for improvements. I describe these improvements, among others, in an effort to outline future directions for this research. I also describe a new model of student self-assessment based on theories of adaptive testing and self-regulated learning.
ContributorsDuque-Baird, Santiago (Author) / Zheng, Yi (Thesis director) / West, Stephen G. (Thesis director) / Slominski, Tara (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / Department of Psychology (Contributor)
Created2024-05
Description
Psychological studies and feminist theories have determined the existence of many forms of
male bias in the English language. Male bias can be traced through American history in the form of laws of coverture and the categorization of women in law. Taking into account the connections between sexist language, history, and law, this paper investigates 1) how and why legal language is biased, 2) why male bias has persisted in law over time, and 3) what impact male-biased law has on women. The works of ancient philosophers, feminist historians, psycholinguistic scientists, and modern philosophers of law are used to explain the patriarchal gender hierarchy’s influence on law. Case law and legal policies demonstrate that sexism has been maintained through history due to the preservation of male-biased language and the exclusion of women from the public sphere. Today, the use of masculine generics continues to taint the legal profession by reflecting, rather than denouncing, its patriarchal roots.
male bias in the English language. Male bias can be traced through American history in the form of laws of coverture and the categorization of women in law. Taking into account the connections between sexist language, history, and law, this paper investigates 1) how and why legal language is biased, 2) why male bias has persisted in law over time, and 3) what impact male-biased law has on women. The works of ancient philosophers, feminist historians, psycholinguistic scientists, and modern philosophers of law are used to explain the patriarchal gender hierarchy’s influence on law. Case law and legal policies demonstrate that sexism has been maintained through history due to the preservation of male-biased language and the exclusion of women from the public sphere. Today, the use of masculine generics continues to taint the legal profession by reflecting, rather than denouncing, its patriarchal roots.
ContributorsHabib, Shanika Sabin (Author) / Stoff, Laurie (Thesis director) / Fedock, Rachel (Committee member) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Music and emotions have been studied frequently in the past as well as music and memory. However, these three items don’t have as much research grouped together. Further, this research does not also encompass culture. In my research, the aim was to examine the relationship between music, memory, emotion, and culture of gender. The hypothesis was that women had more emotions linked to music than men. We gave 416 students an animal fluency task, a letter fluency task, six cultural fluency tasks, and a cultural identity survey. We used a t-test and created a graph to analyze my data. After administering my tasks, we found that women had recalled more adjectives linked to music than men. However, there was not a statistically significant difference between the number of adjectives with emotional valence between men and women, indicating that there was no relationship between gender and emotion in regards to music. The limitations on this study included the descriptions on how to complete the task, the cultural norms of the participants, and the disparity between the number of female and male participants. In a future study, it is necessary to be more specific in what is desired from the participants and to pay close attention to shifting gender norms. Further, we would also like to see how the results from future research can impact music therapy for memory-related mood disorders.
ContributorsLevin, Allison (Author) / Brewer, Gene (Thesis director) / Cohen, Adam (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / College of Integrative Sciences and Arts (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The purpose of this paper is to examine cross-cultural differences between the United States and Turkey by coding multiple dimensions, such as parental intrusiveness, child persistence, and various others. The main research questions of this paper were as follows: (1) How does parental intrusiveness vary by country? (2) How does child persistence vary by country? and (3) Are parental intrusiveness and child persistence correlated, and if so, what is the direction of the correlation? The hypotheses were that (1) Turkish parents would score higher on parental intrusiveness, (2) American children would show higher levels of persistence, and (3) Parental intrusiveness and child persistence are correlated, with higher levels of parental intrusiveness resulting in lower levels of child persistence. While all of the hypotheses were supported with statistically significant results, it was found that in the U.S., higher parental intrusiveness does result in lower levels of child persistence, but in Turkey, parental intrusiveness was not a predictor of child persistence. The findings are therefore able to support cross-cultural differences in the correlation between parental intrusiveness and child persistence.
ContributorsPatel, Sonia (Author) / Lucca, Kelsey (Thesis director) / Updegraff, Kimberly (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution & Social Change (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor)
Created2022-05